02 project report

7/28/2019 02 Project Report

1/75

CONTENTS

CHAPTER-I INTRODUCTION

CHAPTER-II TRAINING AT DRDL

A Case Study Of Senior Technical Asst.

1) About DRDL Introduction

2) Senior Technical Asst.

CHAPTER-III Training Procedure at D.R.D.L

1) Types of Training

2) Selection process of Training

CHAPTER-IV DATA COLLECTION

CHAPTER-V DATA REPRESENTATION

1. Tabular Representation

2. Graphical Representation

CHAPTER-VI DATA ANALYSIS

CHAPTER-VII FINDINGS

CHAPTER-VIII CONCLUSIONS &

RECOMMENDATIONS

CHAPTER-IX REFERENCES

BIBLIOGRAPHY

ANNEXURE


2/75

ACKNOWLEDGEMENT

I acknowledge the support extended by our principal Sri

G.Ravindranath (MBA) and the college management for providing an

opportunity and facility in successful completion of my project.

My graceful thanks to Sri G.Ravindranath (MBA). Faculty for

his constant guidance and valuable advice. I express my heartful

thanks to him.

I am extremely thankful to Shri K.Rajendar Rao, Scientist E,

HRDD, DRDL, for his excellent and extensive guidance through thiswork.

I express my sincere thanks to Shri Ram Mohan Rao, Technical

Assistant C, D.R.D.L for providing me the necessary material to

carry out the project work.

S.Rahamtulla MBA


3/75

DECLARATION

I do here by declare that this project work titled THE STUDY

OF TRAINING PROGRAMMES FOR SENIOR TECHNICAL

ASSISTANTS AT DRDL, is the bonafied work which I have

executed for the award of degree of master of Business administration.

I also declare that this work is my own and this thesis has not

been submitted for the award of any degree or diploma to any

university or Institute.

PLACE: S.Rahmtulla

DATE: MBA.


4/75

CHAPTER-I


5/75

1. INTRODUCTION

Every organization need to have well trained and

experienced people to perform the activities that have to be done.

It is necessary to raise the skill levels and increase the versatility and

adaptability of employees. Inadequate job performance or a decline

in productivity or changes resulting out of job redesigning

or a technological breakthrough rehires some type of training and

development efforts. As the jobs become more complex, theimportance of the employee development also increases. In a

rapidly changing society, employee training and development

are not only organization must commit resources to if it is to

maintain a viable and knowledgeable work force.

Training is a process of learning a sequence of

programmed behavior. It is application of knowledge. It gives people

an awareness of the rules and procedures to guide their

behavior. It attempts to improve their performance on the current job

or prepare them for an intended job.

Training enables an employee to do his present job more

efficiently and prepare himself for a higher level job.

Training imparts the ability to detect and correct error. In any

case, trainees are expected to acquire abilities and knowledge that

will enable them too performs their jobs more effectively.


6/75

1.1 Definitions

Training is the act of increasing the knowledge and skills of an

employee for doing a particular job. The major outcome of training is

learning.

Edwin Flippo

You can change the behavior in an entire organization, provided

you treat training as a process rather than an event.

Warren G. Bennis

Training is all encompassing and should be related to every

thing a unit does, or can have happened to it.

Arthur Collins

Training, thus, may be defined as a planned programme

designed to improve performance and bring about measurable

changes in knowledge, skills, attitude and social behaviour of

employees.

1.2 Importance

Training is the corner stone of sound management, for it makes

employees more effective and production. It is actively and intimately

connected with all the personnel of managerial activities.

Training is a practical and vital necessity because, it enables

employees to develop and rise within the organization and increase

their market value , earning power and job security. It moulds the

employees attitudes and helps them to achieve a better cooperation

with the company and a greater loyalty to it.


7/75

Training, moreover, heightens the morale of the employees, for

it helps in reducing dissatisfaction, complaints, grievance and

absenteeism, reduces the rate of turnover.

1.3 Necessity of Training

Newly recruited employees require so as to perform their

task effectively. Instruction, guidance, coaching help them

to handle jobs competently, without any wastage.

Training is necessary to prepare existing employees for

higher level jobs (promotion).

Existing employees require refresher training so as to

keep abreast of the latest development in job operation. In

the face of rapid technological changes, this is an absolute

necessity.

Training is necessary when a person moves from one job

to another (Transfer).

Training is needed to bridge the gap between what the job

demands. Training is needed to make employees more

productive and useful in the long-run. To improve the performance and productivity

To improve quality in relation to a company product or

service, or in reference to the intangible organized

employment atmosphere

To bridge the gap necessary to reducing grievances help

to prevent industrial accidents


8/75

Need for reducing grievances and minimum accident rates

Need for maintaining the validity of an organisation as a

whole and raising the morale of its employee

1.4 Scope & Objectives

Scope

Training is mostly the result of initiatives taken by management.

Training seeks to meet the current requirements of the job and

individual. Training focusing on the personal growth of the employee.

Areas of training in which training is given: Knowledge,

Technical Skill, Social Skills and Techniques.

Training needs can be identified through the following types of

analysis:

Organizational analysis:

Analysis of objectives: This is a study of short and long term

objectives and the strategies followed at various to meet these

objectives.

Resource utilisation analysis: The various organizational

resources (human, physical and financial) are put to use in the

main focus of this study.


9/75

Environmental Scanning: The Economic, Socio - Cultural and

Technological Environment of organization is examined.

Organizational Climate Analysis: The climate of an

organization speaks about the attitudes of members towards work,

company policies, supervisors, etc.

Task or role analysis:

The exercise is meant to find out how the various tasks have to

be performed and what kind of skills, knowledge, attitudes are neededto meet the jib needs. Questionnaires, Interviews, reports, tests,

observation and other methods are generally used to collect job

information from time to time.

Manpower Analysis:

The focus is on the individual in a give job. There are three

issues to be resolves through manpower analysis. First we try to find

one whether performance is satisfactory and training is required.

Second, whether the employee is capable of being trained, we need to

state whether poor performance (who can improve with requisite

training inputs) on the job need to be replaced by those who can do

the job.

Training is most effective when it is planned, implemented and

evaluated in a systematic way.

Objectives:


10/75

The training policies are formulated by the HRD manager at the

request of line managers. The training objectives are laid down

keeping in view the companys goals and objectives.

To impart the basic knowledge and skill to the new entrants and

enable them to perform their jobs well.

To equip employee to meet the changing requirements of the job

and the organization.

To teach the employees to for higher level tasks and up a second

line of competent managers.

To prepare employees for higher level tasks and build up a

second line of competent managers.

The individual should be able to identify all the additional

factors which would improve their effectiveness on the field .

The individual should be to list out all the additional support

and information required for effective operational usage.

The individual should be able to understand self concept and

find out the ways and means of self development, personal

relations.

The individual should be to understand the need for the best use

of existing resource with himself and people working with him.

Individual should be able to identify his management styles in

relation to styles in the management of people.

METHODS OF TRAINING

1.4.1 On the Job training (OJT)


11/75

Training earn as they learn under the watchful eyes of a master

mechanic or craftsman, receive immediate feedback, practice in the

actual work environment and associate with the same people they will

work with after training. Under this technique an employee is placed

in a new job and is told how it may be performed. It is primarily

concerned with developing in an employee a repertoire of skill and

habits consistent with the existing practices of an organization, and

with organizing him to his immediate problems. It is mostly given forunskilled and semi skilled jobs clerical and sales jobs.

There are a variety of OJT methods, such as coaching or

understudy; job rotation; and special assignments.

Under coaching or understudy method (which is also known as

internship and apprenticeship method) the employee is trained on

the job his immediate superior Internship is usually applied to

managerial personnel and provide wide variety of job experiences,

often involving job rotation, or an assistant to type of position.

Apprenticeship is generally used to impart skill requiring long

periods of practice as found in trade, crafts and other technical fields.

In job rotation, a management trainee is made to move from job

to job at certain intervals.

1.4.2 Vestibule Training


12/75

This method attempts to duplicate on-the-job situation in a

company classroom. It is a classroom training which is often

imparted with the help of the equipment and machines which are

identical with those in use in the place of work. This

technique enables the trainee to concentrate on learning the new

skill rather than on performing an actual job. In other words, it is

geared to job duties. Theoretical training is given in the

classroom, while the practical work is conducted on theproduction line.

It is a very efficient method of training semi - skilled

personnel, particularly when many employees have to be trained

for the same kind of work at the same time. It is often used to train

clerks, bank tellers, inspectors, machine operators, testers, typists,

etc. It is most useful when philosophic concepts, attitudes, theories

and problem soling abilities have to be learnt.

Training is generally given in the form of lectures,

conferences, case studies, role playing and discussion.

1.4.3 Demonstration and Examples:

In the demonstration method, the trainer describes and displays

something, as when he teaches an employee how to do something by

actually performing the activity himself and by going through a step-

by-step explanation of why and what he is doing.


13/75

Demonstrations are used in combination with lectures, pictures,

text materials, discussions, etc. in a demonstration, the emphasis is

primarily on know-how, the principles and theory of a job.

1.4.4 Simulation

Simulation is a technique which duplicates, as nearly as

possible, the actual conditions encountered in job. The vestibule

training method or the business game method are examples of business

simulations. Simulation techniques have been most widely used in the

aeronautical industry.

Trainee interest and employee motivation are both high in

simulation exercise because the actions of a trainee closely duplicate

real job conditions. This training is essential in which actual on-the-

job practice might result in a serious inquiry, a costly error, or the

destruction of valuable materials or resources.

1.4.5 Apprenticeship

Training in crafts, trades and in technical areas, apprenticeship

training is the oldest and most commonly used method, especially

when proficiency in a job is the result of a relatively long training

period. of 2 to 3 years for persons of superior ability and from 4 to 5

years for others. The field in which apprenticeship training is offered

are numerous and range from the job of a draughtsman, a machinist,


14/75

a tool maker, a pattern designer, a mechanic, carpenters and etc. A

major part of training time is spent on-the job productive work. Each

apprentice is given a programme of assignment according to a pre-

determined schedule, which provides for efficient training in trade

skills.

1.4.6 Classroom Methods

Lectures

Lectures are regarded as one of most simple ways of impartingknowledge. to the trainees, especially when facts, concepts or

principles, attitudes, theories and problem solving abilities are to be

taught.

Lectures are essential when it is a question of imparting

technical or special information of a complex nature. In the hands of

able lecturers, and for certain kinds of purposes and participants, it

may turn out to be more interesting and effective than any other

methods.

Introducing a subject and present an overview of its scope.

Illustrate the application of rules, principles; reviewing, clarifying and

summarizing.

Conference

In this method, the participating individuals 'confer' to discuss

points of common interest to each other. A conference is basic to most


15/75

participative group centered methods of development. It is a formal

meeting, conducted in accordance with an organised plan, in which

the leader seeks to develop knowledge and understanding by obtaining

a considerable amount of oral participation of the trainees. It lays

emphasis on small group discussions, an organised subject matter,

and on the active participation of the members involved. Learning is

facilitated by building up on the ideas contributed by the conferees.

There are three types of conferences. In the directed discussion,the trainer guides the discussion in such a way that the facts,

principles or concepts are explained. In the training conference, the

instructor gets the group to pool its knowledge and past experience

and brings different points of view to bear on the problem. In the

seminar conference, answer is bound to a question or a solution to a

problem. For this, the instructor defines the problem, encourages and

ensures full participation in the discussion.

Seminar or Team Discussion

This is an established method for training. A seminar is

conducted in many ways.

I) It may be based. on a paper prepared by one or more trainees on a

subject selected in consultation with the person in charge of the

seminar. It may be a part of a study or related to theoretical studies or

practical problems. The trainees read their papers, and this is

followed by a critical discussion. The chairman of the seminar


16/75

summarises the contents of the papers and the discussions which

follow their reading.

Case Study

This method was first developed in the 1800s by Christopher

Langdell at the Harvard Law School to help students to learn for

themselves by independent thinking and by discovering in the ever

tangled skein of human affairs, principles and ideas which have

lasting validity and general applicability.

The case study is based upon the belief that managerial

competence can best be attained through the study, contemplation,

and discussion of concrete cases. When the trainees are given cases to

analyse, they are asked to identify the problem and recommend

tentative solutions for it. This method offers to the trainees matter for

reflection and brings home to them a sense of the complexity of life as

opposed to theoretical simplifications of, and practices in the decision

making process. It diagnoses and deals with real life situations.

Role Playing

This method was developed by Moreno, a Ventian psychiatrist.

He coined. the terms "role-playing", "role reversal", "sociodrama",

and a wide variety of specialised terms, with emphasis on learning

human relation skills through practice and insight into one's own

behaviour and its effect upon others. It has been defined as " a method


17/75

of human interaction which involves realistic behaviour in the

imaginary situations".

Role playing primary involves employee-employer relationships

- Hiring, firing, discussing a grievance procedure, conducting a post

appraisal interview or disciplining a subordinate or a salesman

making a representation to a customer.


18/75

II. TRAINING AT DRDL - A CASE STUDY OF

SENIOR TECHNICAL ASSISTANTS

1. INTRODUCTION TO DRDO

The Defence Research and Development Laboratories is one of

the biggest laboratories in the country. Like the Indian Space

Research Organization, Indian Council of Medical research, Indian

Council of Agriculture research, which cater to space research,

medical research, and agriculture research respectively. The DRDL

looks after the Defence research and development needs. The DRDL is

a governmental wing with headquarters at New Delhi.

The DRDL is Parental body of all the forty plus Defence

specialist disciplines and multi discipline laboratories spread across

the country.

The DRDL is a multi discipline organization .It is engaged in all

types of Engineering, activities, particularly work shops, Aeronautical


19/75

engineering, Mechanical engineering, Structural engineering, Physics,

Chemistry Electrical and Electronics & Engineering, Ground

Instrumentation, Photography, Telemetry etc.

Defence Research & Development Organisation (DRDO) had a

very modest beginning in 1958. Two small research organisations,

Defence Science Organisation and Technical Development

Establishment were amalgamated to form DRDO. Today DRDO has

50 laboratories under its ambit, with manpower of about 30,000.

R&D activities of DRDO cater to the needs of armed forces,

which range from aircrafts, missiles, torpedoes, radars, to battle

tanks; and from frozen foods to nuclear medicines. They strive for

expertise, specialisation and self-sufficiency in them.

The sophisticated weapons being developed by DRDO have to

meet the grueling' environments of deserts, high altitudes, very low

temperatures, snow and sea. Modelling and simulation studies of

operational problems, investigation of psychological needs,

physiological phenomenon of high altitudes and high speeds, and vital

analyses in a host of other areas are carried out in different

laboratories of DRDO for accomplishing its tasks.

ROLE OF DRDL

As a supporting organisation for armed forces the main function of

DRDL are as follows:


20/75

1. To design, develop systems and equipment based on the operational

requirements as defined by services and help in indigenous

production.

2. To render scientific advice to service headquarters.

3. To carry out basic and applied research and to solve the problem

of the services.

4. To evaluate and conduct the technical trials of new weapons and

equipments that are' designed and developed by the laboratory.

5. To render technical support to civilian from indigenouslydeveloped techniques.

DRDL plays a vital role in technical development for national

security. DRDL is one of the biggest laboratories of DRDO and is

engaged in the development of missiles. The infrastructure of DRDL

includes large manpower, sophisticated machines and modern

computer systems with advanced management systems, State-of-the-

art technology has been utilised wherever possible for achieving high

level of performance.

INFRASTRUCTURE BUILDUP PERIOD: 1971-1979

A project for development of Surface to Air Missile (SAM) was

sanctioned to DRDL in 1972. The project was titled as Project Devil.

Infrastructure build-up in the initial phase gave tremendous strength

to DRDL's fabrication facilities and even today DRDL is known in

DRDO for its precision fabrication and machining facilities.


21/75

IGMDP ERA: 1983

Project Devil demonstrated DRDO's Technological and

Managerial capabilities in development of weapon / missile systems

from conceptual stage. In order to equip India with the state of art

missile technology and to ensure self reliance in defence systems.

DRDO has been entrusted with the task of development of various

missile systems through Integrated Guided Missile Development

Programme (lGMDP). The programme was sanctioned by Govt. ofIndia, Ministry of Defence for design and development leading to

production of four types of missile systems (TRISHUL, PRITHVI,

AKASH & NAG) and development of a technology demonstrator

(AGNI) - re-entry technology.

Shri Prahlada took over as Director, DRDL in 1997 from Lt.

Gen. VJ Sundaram. Director, DRDL is also Chairman, Programme

Management Board (PMB) of IGMDP.

2. Senior Technical Asst.

Senior Technical Asst. grade category is covered under DRTS

(Defence Research Technical Service. Most of Senior Technical Asst.

are having Diploma in Engineering or Graduation in Sciences. About

some of Senior Technical Asst. are Post Graduates in Engineering or

Sciences and rest are ITI Certificate Holders. The average experience

of any Senior Technical Asst. is more than 20 years varying in

qualification and level of entering into this organisation. They have


22/75

rich Shop Floor / Work Centre experience in the relevant fields of

work. They carry out logistic and some technical work which

otherwise to have been done by Scientists, there by saving time for the

Scientists to concentrate on high value scientific work.

The Senior Technical Asst. are divided into three categories

Senior Technical Asst. 'A' 'B' and 'C'. Senior Technical Asst. are not

directly recruited. They will be promoted from Senior Technical

Assistant 'C' to Senior Technical Asst. 'A'.As such the Senior Technical Asst. forms the core support team

for the scientific research at D. R. D. L, these officers have very deep

practical experience in the machines and laboratory equipments. They

are also experienced in testing facilities that are run through for the

testing and qualification of missile system at various stages.

As the educational level is generally limited to Diploma in

Engineering and other workshop training, D.R.D.L. made openings

for the functional training programmes specially focussing the skills

required to upgrade their performance and productivity.

The training for Senior Technical Asst. is basically to fill up the

technology gaps and to upgrade their skill level to meet the

technological requirement of various prospects.

The Senior Technical Asst. are very essential group of D.R.D.L.

who contribute to the functions such as purchases, transport, canteen


23/75

services and also as the committee members in cash purchase and

stock taking teams.

In general the Senior Technical Asst. playa major and important

role in activities of various projects. They promote to the

organizational excellence by the effective contribution.


24/75

There is a very systematic training process at D.R.D.L.

consisting of various stages that include the following:

a) Identification of training opportunities for the calendar year

b) Identification of suitable discipline wise training schemes

for various personnel.

c) Category wise listing of training courses that are offered by various

institutes.

d) Chronological classification of training schemes based on their

time schedules.

e) Institution wise training schemes offered at various places for

various categories

f) The HRD group prepares various training schemes and

programmes that are relevant to Senior Technical Asst. as well as

for staff categories of employees from time to time.


25/75

This information is presented in the form of training opportunities

in every calendar year. Based on this the information is already

provided on internal D.R.D.L Network. It is accessible by every

employee through D-NET. HRD also coordinates and collects the

information regarding long range courses being organized at various

institutes and D.R.D.O training centres. In addition there is a scheme

offered i.e., Continuous Education Programmes (CEP's) the duration

is for 1 to 2 weeks and organized at different regional coordinating

laboratories. Based on the suitability and legibility for these CEP's,Director, D.R.D.L nominates suitable number of personnel from

different groups. The necessary support for getting their nominations

approved and arranging for processing of applications for these

CEP's is taken care of by HRD groups. The necessary correspondence

and the communication is provided at appropriate time to all the

concerned. In this way HRD group is a facilitator for all types of

training programmes for Senior Technical Asst., besides there is a

system of customized skill improvement schemes from time to time

which are tailor made to suit the selected category of Senior Technical

Asst.. These courses are offered at Hyderabad or sometimes in-house

and outstations. Based on the nature, strength and coverage of the

course sometimes Senior Technical Asst. are also nominated for

specified training courses offered by other organizations at

Hyderabad by paying relevant course fee. This type of course form

apart of core competency building programme. HRD also evaluates

the feed back obtained from various participants in order to have an

idea about the suitability and effective administering of" training

programmes by various institutes and agencies. This feed back is also


26/75

very useful for ascertaining the suitability of training courses for

futuristic usage.

1) TYPES OF TRAINING:

Generally the Senior Technical Asst. are encouraged to select

their necessary and suitable type of training from the available

approved list of the course already short listed by HRD groups. These

courses include in-house training courses, organized group trainingsystem that includes orientation opportunities new facilities and visits

to various work centres for getting exposure for updated engineering

operations. In addition the system of sending Senior Technical Asst.

for specified training course as offered by the various training

institutes is also practical.

The Senior Technical Asst. are also nominated to CEP

programme that are organized at various regional laboratories from

time to time. These CEP's are based on specific functions that are

generally required for the Senior Technical Asst. and also they include

emerging technology and concepts in the relevant fields. Hence the

content and course work at CEP's is generally exhaustive and the

coverage is to a large extent related to D.R.D.O activities.

Senior Technical Asst. are also nominated for customised

training courses based on their training needs as accessed by their

Technology Directorates as well as by themselves. These customised

courses are generally offered for a group task where in a selected


27/75

group of Senior Technical Asst. are sent to this specialised courses as

planned by D.R.D.L.

At the end of the course the feed back is analysed with regard to

course content, effective communication and administration of course

and also the strength of training institute or agency is evaluated so as

to continue the said course for futuristic batches. , Senior Technical

Asst. are also encouraged for educational advancement by means of

taking up part time engineering courses as well as sponsoringresearch and technology courses. These are generally long range

general engineering oriented areas that lead to award of Diploma,

B.E., B.TECH, M.E., M.TECH Degrees by the corresponding

institutes.

2) SELECTION PROCESS OF TRAINING:

The selection process 'of an employee for specified training

course is systematically organised and administered by HRD group.

Based on the schedule of the training courses the concerned Senior

Technical Asst. having identified in respect to the suitability of the

course, shall apply in prescribed form as shown in enclosure with the

consent of the immediate supervisory Technology Directorates. After

this the application is scrutinized by HRD group based on the

legitimate guidelines suitable applications are accepted. After

accepting the application it is further processed for obtaining

clearance from Human resources council for final approval. After this

the correspondence with the concerned institutes is initiated and it is


28/75

communicated back to the concerned individual. The necessary

financial sanction is obtained by HRD in the specified sanction format

and the cheque requisition is sent to finance for the release of fees to

the concerned institute in the form of cheque and posted to the

relevant agency. Whereas the application has been approved the

concerned individual is allowed to participate in the training course

by means of getting the temporary date approval if the course is at

outstation and the period is treated as on duty for all practical

purposes. If the course is in-house the concerned work group shallrelieve them from operation work for that specified period after

getting approval from HRD, if it is locally organised course. The

concerned employee's attendance is regularised therefore by a

common note from HRD. Whereas the course is attended by Senior

Technical Asst. they will come back and joint duty and submit the feed

back to H RD for necessary information and decision making.

These feed backs are analysed by HRD groups and if required

shall be presented to D.R.D.O Council and Management Council from

time to time .


29/75


30/75

The data collection has been done mainly from direct sources of

records available from Personnel department as far as personnel

details are covered. And the training details over a period of time (3

years) has been collected directly from HRD department of D.R.D.L.

Apart from this direct personnel discussions with Senior

Technical Asst. on random sampling basis also helped in compilation

of data on various aspects of training programmes attended by Senior

Technical Asst..


31/75

The training study is being carried out by taking three years

data Le., 2004; 2005 and 2006 of Senior Technical Asst. as advised by

the project guide.


32/75

The data has been collected from Human Resource Development

Group (HRDG). The data is segregated into Age Wise, Qualification

Wise, Experience Wise and Disciplines Wise. The data presented in

Tabular form, Graphical representation using Histograms.

The Senior Technical Asst. are divided into three categories

Senior Technical Asst. 'A' 'B' and 'C'.

Age wise split into three groups:

23 - 35 years

36 - 45 years

46 - 60 years


33/75

To be designated as Senior Technical Asst. experience is required.

So the age group between 46 - 60 will be more.

Qualification wise split into six groups:

SSC

ITI

Diploma

Bachelor's Degree

BE/B.Tech

Post Graduation.

The minimum qualification to become a Senior Technical Assistants

is Diploma. ITI (Indian Technical Institute) holders also are given

Senior Technical Assistants Cadre depending upon their experience.

The Diploma Holders relating to Senior Technical Asst. will be more

compared to other qualifications.

Experience wise split into five stages:

Up to 10 years

11 - 15 years

16 - 20 years

21 - 25 years and more.

Senior Technical Asst. of experience more than 25 years are

comparatively more to the other stages. To be designated as Senior

Technical Asst., experience is required.


34/75

The training study is being carried out by taking three years

data i.e., 2004, 2005 & 2006 of Senior Technical Asst..

The total no. of Senior Technical Asst. attended training in the

year 2004 is 29, 2005 is 23, 2006 is 20. The Senior Technical Asst. 'A'

cadre has attended more. The Senior Technical Asst. attended training

in three years is similar except in the 2006, the no. of employees is

reduced by 3 numbers.

Discipline wise split into six groups: Computers Engineering,

Mechanical Engineering,

Electrical/Electronics Engineering,

Quality Management,

Management and

Others

As officers attending to this disciplines are more compared to

others.

a) Tabular Representation of data relating to Age

Senior

Technical Asst.

A

(TO A)

Senior

Technical Asst.

B

(TO B)

Senior

Technical Asst.

C

(TO C)

I. AGE WISE

23-45 38 03 01

36-45 04 04 15

46-60 01 07 18


35/75

Total 43 14 34

Total No. of Senior Technical Asst. - 91

b) Graphical Representation - Histograms

STA/A STA/B STA/C TOTAL %

23-45 38 03 01 42 46.15

36-45 04 04 15 23 25.27 46-60 01 07 18 26 28.57

TOTAL 91

46 % of the employees are between 23-35.

46%

25%

29%

1 2 3


36/75



AGE - WISE DESCRIPTION OF STA/A

STA/A %

0

5

10

15

20

25

30

35

40

No.o

fEmployees

23-35 36-45 46-60

AGE(Years)

STA/A


37/75

23-45 38 88.37

36-45 04 9.30

46-60 01 2.32

TOTAL 43

89 % of the STA/AS are between 23-35.



89%

9% 2%

1 2 3


38/75

AGE - WISE DESCRIPTION OF STA/B

STA/B %

23-45 03 21.43

36-45 04 28.57

46-60 07 50TOTAL 14

0

1

2

3

4

5

6

7

No.o

fEmployees

23-35 36-45 46-60

AGE(Years)

STA/B


39/75

21 % of the STA/BS are between 23-35.



21%

29%

50%

1 2 3


40/75

AGE - WISE DESCRIPTION OF STA/C

STA/C %

23-45 01 2.94

36-45 15 44.12

46-60 18 52.94

TOTAL 34

0

2

4

6

8

10

12

14

16

18

No.o

fE

mployees

23-35 36-45 46-60

AGE(Years)

STA/C


41/75

3 % of the STA/CS are between 23-35.



3%

44%53%

1 2 3


42/75

a) Tabular Representation of data relating to Age

Senior

Technical Asst.

A

(TO A)

Senior

Technical Asst.

B

(TO B)

Senior

Technical Asst.

C

(TO C)

II. QUALIFICATION WISE

SSC - - -

ITI 03 01 02

DIPLOMA 33 07 20

DEGREE 07 04 07

BE/B.TECH 04 01 02

P.G. 02 01 03

Total 49 14 34Total No. of Senior Technical Asst. - 97

b) Graphical Representation - Histograms

STA/A STA/B STA/C TOTAL %

SSC - - - -ITI 03 01 02 06 6.18

DIPLOMA 33 07 20 60 61.85

DEGREE 07 04 07 18 18.56

BE/B.TEC

H

04 01 02 07 7.22

P.G. 02 01 03 06 6.18


43/75

TOTAL 97

0% of the employees are between SSC

6% of the employees are between ITI

62% of the employees are between DIPLOMA

19% of the employees are between DEGREE

7% of the employees are between BE/B.TECH

6%

62%

19%

7%6%

1 2 3 4 5


44/75

6% of the employees are between P.G

QUALIFICATION - WISE DESCRIPTION OF STA/A

STA/A %

SSC - -ITI 03 6.12DIPLOMA 33 67.35DEGREE 07 14.28BE/B.Tech 04 8.16 P.G. 02 4.08

Total 49

0

5

10

15

20

25

30

35

SSC ITI DEPLOMA DEGREE BE/B.TECH P.G.

Qualification

STA/A


45/75

0 % of the employees are of SSC.

6 % of the employees are of ITI

68 % of the employees are of DIPLOMA

14 % of the employees are of DEGREE

8 % of the employees are of BE/B.Tech

4 % of the employees are of PG

6%

68%

14%

8%

4%

1 2 3 4 5


46/75

QUALIFICATION - WISE DESCRIPTION OF STA/B

STA/B %

SSC - -ITI 01 07.14DIPLOMA 07 50.00DEGREE 04 28.57 BE/B.Tech 01 07.14P.G. 01 07.14Total 14

0

1

2

3

4

5

6

7


Qualification

STA/B


47/75




29% of the employees are of DEGREE



7%

50%29%

7%7%

1 2 3 4 5


48/75

QUALIFICATION - WISE DESCRIPTION OF STA/C

STA/C %

SSC - -ITI 02 05.88DIPLOMA 20 58.82DEGREE 07 20.59BE/B.Tech 02 05.88P.G. 03 08.23Total 34

0

5

10

15

20


Qualification

STA/C


49/75




21 % of the employees are of DEGREE



6%

59%

21%

6%8%

1 2 3 4 5


50/75


51/75

a. Analysis of Training attended by Senior Technical Asst.

a) Year Wise

Senior Technical Asst. Attended Training 2004

Sl.No. Particulars Nos.

1 Senior Technical Asst. A&B 10

2 Senior Technical Asst. C 19

TOTAL 29

TOTAL NO. OF SENIOR TECHNICAL ASST. 2004 - 43


Sl.No. Particulars Nos.1 Senior Technical Asst. A&B 04


TOTAL 23






TOTAL 20



52/75

b) Discipline Wise

Training Attended by Technical Asst. in Different Discipline in theyear 2004

Sl.

No.Discipline

Senior

Technical

Asst.A & B

Senior

Technical

Asst.C

1 Awareness Prog. 02 02

2 Fibre-Optics Trg Prog - 043 Machine Tool Maintenance 01 --

4 Networking Admn -- 01

5 International Seminar 01 --

6 National Seminar 02 --

7 Paints for Corrosion protection 01 --

8 Industrial Hydraulics - 02

9 Trg.Prog. On Voltas

Diesel/Batteries

- 01

10 Calibration of Measurement - 02

11 Introduction to PIc - 01

12 Industrial Radiography

Certification

- 01

13 Course on C++ Lang. - 01

14 Electro Magnetic Compatibility 01 -

15 Vb & Asp - 02

16 Computer Fundamental & MS

Office

01 02

17 Auto CAD 2001 01 -


53/75

TOTAL 10 19

Graphical Representation Histograms

0

1

2

3

4

5

AwarenessProg.

Fibre-OpticsTrgProg

MachineTool

Maintenance

NetworkingAdmn

InternationalSeminar

NationalSeminar

PaintsforCorrosion

protection

IndustrialHydraulics

Trg.Prog.

OnVoltas

Diesel/Batteries

Calibrationof

Measurement

IntroductiontoPIc

IndustrialRadiography

Certification

CourseonC++Lang.

ElectroMagnetic

Compatibility

Vb&Asp

ComputerFundamental

&MSOffice

AutoCAD2001

Series1 Series2


54/75

Training Attended by Technical Asst. in Different Discipline in the

year 2005

Sl.

No.Discipline

Senior Technical

Asst.A & B

Senior

Technical

Asst.C

1 Computer Edcn. Prog. II 01 -

2 Computer Awareness - 04

3 National Conference 01 01

4 Course on ORACLE 8i - 02

5 Oops & C ++ - 01

6 Implementation of Iso 9000 01 -

7 Auto CAD 2000 - 03

8 Mechatronics - 01

9 Seminar on Enterprises

Suraksha 2002

- 02

10 S/W Qlty. Boot Camp - 01

11 Deu Real Time S/W 01 -

12 S/W Trg. Adobe Photoshop &

Macro Media flash

- 01

13 Fibre Optic Trg - 01

14 W/S on quality Mgt System Iso

9000

- 01

15 Commutation skills - 01

TOTAL 04 19


55/75


0

1

2

3

4

5

ComputerEdcn.

Prog.II

ComputerAwaren

ess

NationalConfere

nce

CourseonORACLE8i

Oops&C

++

ImplementationofIso9

000

AutoCAD2000

Mechatronics

SeminaronEnterprisesSuraksha

2002

S/W

Qlty.

BootCa

mp

DeuRealTimeS/W

S/W

Trg.

AdobePhotoshop&Ma

cro

Mediaflash

FibreOptic

Trg

W/SonqualityMgtSystemIso9

000

Commutations

kills

Courses

No.o

fEmployeesAttended

Series1 Series2


56/75

Training Attended by Technical Asst. in Different Discipline in the

year 2006

Sl.

No.Discipline

Senior

Technical

Asst.A & B

Senior

Technical

Asst.C

1 National Conference - 01

2 Auto CAD 2000 01- -

3 Mechatronics - 03

4 Six Sigma Concepts - 01

5 Seminar on R.F. & Wireless

Network

- 01

6 Adv.Java Language - 02

7 IT based Mgt. support Systems - 02

8 IT Security & Firewalls - 01

9 Multimedia 3D Animation - 01

10 Course on HTML - 04

11 Geometrical Tolerances - 01

12 Experimental stress Analysis - 01

13 PC H/w N/W & Windows - 01

TOTAL 01 19


57/75


0

1

2

3

4

5

National

Conference

AutoCAD2000

Mechatronics

SixSigma

Concepts

SeminaronR.F.

&

WirelessNetwork

Adv.Java

Language

ITbasedMgt.

supportSystems

ITSecurity&

Firewalls

Multimedia3D

Animation

CourseonHTML

Geometrical

Tolerances

Experimental

stressAnalysis

PCH/wN/W&

Windows

Courses

No.o

fEmployeesAttend

ed

Series1 Series2


58/75

c) Functional Area wise Training Attended by Senior Technical

Asst.

Senior Technical Asst. A

Particulars Venue Days Fee

COMPUTERS

Computers Awareness Programme Hyderabad 18 750

Software Quality Boot Camp Hyderabad 2 4500

Computer Awareness Hyderabad 1 -

Computer Course on Oracle 8i Hyderabad 15 10000

Computer Education Programme II Hyderabad 15 600

Fundamentals & MS Office Hyderabad 5 3000

Foundation Course Hyderabad 8 3000

Micro Controllers Applications Hyderabad 5 3000

OOPS & C++ Hyderabad 5 3500Computers & Awareness Hyderabad 12 -

Manual Part Programming Hyderabad 4 8000

Systematic Methodology for software

Testing

Hyderabad 1 1800

Software Verification Validation

Course

Hyderabad 1 1800

Multimedia on Emerging Panorama Hyderabad 2 -


59/75

MECHANICAL

Advanced Auto CAD II Hyderabad 5 7000

2ndNational Conference on precision

Engineering 2002

Coimbatore 3 1000

III SERC Precision Engineering 2002 Kanpur 10 -

Advanced Auto CAD 2000 Hyderabad 5 7000Auto CAD Level I Hyderabad 5 5000

Auto CAD R 2000 Chennai 12 1300

ELECTRICAL / ELECTRONICS

Electro Magnetic Compatibility Hyderabad 3 5000

QUALITY MANAGEMENT

Implementation of ISO 9000 Hyderabad 3 4000

Concepts of ISO 9001: TQM Mumbai 5 1000

Plg. Implementation & Documentation

ISO 9000 : 2000

Jaipur 4 6000

ISO 2000 implementation Jaipur 4 5000

MANAGEMENT

Quest for quality life style Hyderabad 3 2000

Communication skills Hyderabad 5 2550

One day programme on Executive life

places

Hyderabad 1 1000


60/75

OTHERS

Seminar on Enterprises Suraksha 2005 Hyderabad 1 1000

Course on Instrumentation Mumbai 2 1500

Seminar on 2005 Marine

Hydrodynamics

Visakhapatna

m

2 -

Electrical safety Mumbai 3 5000

14 National Convention on Aerospace

Engineering

Hyderabad 2 1500

51 IFC, IEEX 2005 Exhibition Jaipur 3 1500

Organisation & Motivation for Safety Chandigarh 3 5000

National Conference on Instrumentation Hyderabad 2 750

Seminar on Enterprises Suraksha 2005 Hyderabad 1 1000Stationary Requirement pertaining to

Occupation safety

Kochi 3 5000

Hazardous Waste Management Mumbai 3 5500


61/75


62/75

Training Status on seminar Technical Asst.

Status of Senior Technical Asst. in the year 2004

Sl.

No.Particulars Attended Not Attended

1 Senior Technical Asst. A&B 10 10

2 Senior Technical Asst. C 19 04

TOTAL 29 14



Sl.No.

Particulars Attended Not Attended



TOTAL 23 28



Sl.

No.Particulars Attended Not Attended




63/75

TOTAL 20 55


a. Senior Technical Asst. Not Attended any Training during 3 years .

Senior Technical Asst. Not Attended Training 2004




TOTAL 14






TOTAL 28






64/75


TOTAL 55


b. Tabulation of Employees attending Selected disciplines :

Training Attended by Senior Technical Asst. in Different Disciplines

in the year 2004

Sl.No.

Discipline

Senior

Technical

Asst.A & B

Senior

Technical

Asst.C

1 Awareness Prog. 02 02

2 Fibre-Optics Trg Prog - 04

3 Machine Tool Maintenance 01 --

4 Networking Admn -- 01

5 International Seminar 01 --

6 National Seminar 02 --

7 Paints for Corrosion protection 01 --

8 Industrial Hydraulics - 02

9 Trg.Prog. On Voltas

Diesel/Batteries

- 01

10 Calibration of Measurement - 02

11 Introduction to PIc - 01

12 Industrial Radiography

Certification

- 01

13 Course on C++ Lang. - 01

14 Electro Magnetic Compatibility 01 -

15 Vb & Asp - 02

16 Computer Fundamental & MS

Office

01 02

17 Auto CAD 2001 01 -


65/75

TOTAL 10 19

Training Attended by Senior Technical Asst. in Different Discipline

in the year 2005

Sl.

No.Discipline

Senior Technical

Asst.A & B

Senior

Technical

Asst.C

1 Computer Edcn. Prog. II 01 -

2 Computer Awareness - 04

3 National Conference 01 01

4 Course on ORACLE 8i - 02

5 Oops & C ++ - 01

6 Implementation of Iso 9000 01 -

7 Auto CAD 2000 - 03

8 Mechatronics - 01

9 Seminar on Enterprises

Suraksha 2002

- 02

10 S/W Qlty. Boot Camp - 01

11 Deu Real Time S/W 01 -

12 S/W Trg. Adobe Photoshop &

Macro Media flash

- 01

13 Fibre Optic Trg - 01

14 W/S on quality Mgt System Iso

9000

- 01

15 Commutation skills - 01

TOTAL 04 19


66/75

Training Attended by Senior Technical Asst. in Different Discipline

in the year 2006

Sl.

No.Discipline

Senior

Technical

Asst.A & B

Senior

Technical

Asst.C1 National Conference - 01

2 Auto CAD 2000 01 -

3 Mechatronics - 03

4 Six Sigma Concepts - 01

5 Seminar on R.F. & Wireless

Network

- 01

6 Adv.Java Language - 02

7 IT based Mgt. support Systems - 02

8 IT Security & Firewalls - 01

9 Multimedia 3D Animation - 01

10 Course on HTML - 04

11 Geometrical Tolerances - 01

12 Experimental stress Analysis - 01

13 PC H/w N/W & Windows - 01

TOTAL 01 19


67/75


68/75

The study related to various training programmes as envisaged

by D.R.D.L to benefit the Senior Technical Asst. of the laboratory

have been studied in detail taking the .data pertaining to period

from years 2004 to 2006. The data on the training programmes hasbeen systematically analysed and various cross-referential findings

have been tabulated in the chapter of data presentation and data

analysis.

The above study on the training programmes reflects the

quantum of training that has been administered to the Senior

Technical Asst. as well as their utility towards the skill

improvement in the related fields. The data has been analysed with

respect to age, Qualification, Experience, discipline and other

functional areas of working. It has been noticed that the quantum of

Senior Technical Asst. undergoing various training programmes

has been very encouraging. As represented in the tabular form

under the data presentation the various categories of Senior

Technical Asst. namely Senior Technical Asst. 'A' '8' and 'C' has

been highly participative reflecting that as many as 49 Senior

Technical Asst. 'A's, 14 Senior Technical Asst. '8's and 34 Senior

Technical Asst. 'C's amounting to 97 Senior Technical Asst. have

been utilising these training opportunities.


69/75

The age wise classification shows that the Senior Technical Asst.

under TO 'C' constitute to major part of the higher age group

whereas TO 'A's and TO '8's have an average age between 36 -

45 years, TO 'A's and TO 'B's are closely related whereas TO 'C's

are in the age group of 46 - 60. This calls for more emphasis on

training for the TOP'S' as they retire shortly.

The analysis of qualification shows that as many as 60 SeniorTechnical Asst. are holding a Diploma In Engineering out of total

'97 it is working around 62 0/0. Senior Technical Asst. holding

Degree are 18 in no. which works around only 19 % then there is a

sizable quantum whose qualification is ITI or equivalent working

around 6%. However very few in number (i.e., Nos. 6 Senior

Technical Asst.) have got PG qualification working to 6 % of Senior

Technical Asst..

This shows that there is a necessity for enhancing of diploma

holders into graduate in Engineering by means of sponsoring them

for part time BE, B.TECH courses and also to encourage them to

go for AMIE etc.

The Senior Technical Asst. with higher qualification such as

B.E, B.TECH, and P.G. etc can be utilised to upgraded functions

such as conceptual design and participation and the involvement in

project management and advanced jobs need to be encouraged to


70/75

motivate the morale of higher qualified Senior Technical Asst. And

also the discipline wise training course needs to be examined with

respect to their immediate utility as well as leading to their

qualification improvement in line with growing opportunities in the

selected fields.

The management should strive to update the skills required of

the unattended Senior Technical Asst. by organising customised

and focused disciplines in order to enhance the skills related totheir own parent discipline as well as to acquire higher skills. In

order to get into other areas of work related requirements.

Along with the lines of the training programmes attended by

Senior Technical Asst. it is also. very important observation that

there is sizable number of Senior Technical Asst. who could not

attend these courses.

The analysis shows that as many as 14 Senior Technical Asst.

out of 43 have not attended any training courses during the year

2004 In the year 2005 the number of Senior Technical Asst. not

attended the training programmes is 28 out of 51, it is working

around 55% reflecting to 45% only attending the training

programmes in the year 2004 & 2005.

During the year 2006 number of Senior Technical Asst. not

attended training programmes is 55 out of 75 it is working around


71/75

73% they could not attend at least one of the training programmes

in this year.

It is noticed that bulk of TO 'B's numbering to 21 out of 51 in the

year 2005 could' not attend anyone of training programmes this

shows that there is a necessity for objective oriented training

programmes to facilitate such TO 'B's as mandatory to attend in

their relevant supervisory authority officers need to be coordinated

and the grey areas are to be strengthened with the help ofcorresponding technology directorates.

The figures related to 2006 are also very alarming wherein 43

TO 'B's could not attend anyone of the training programmes. This

also reveals that there is an immediate necessity for the

corresponding technology directorates to chalk out a compulsory

suitable training schemes specially customised to attract these

Senior Technical Asst. and get exposed for the fruits out of training

needs to be emphasised.

When the discipline wise training is looked at it shows that

majority of the people are getting trained in the areas of Computers

related and. Mechanical oriented trainings. This is also in line with

their basic work area and their possessed qualification.

However the objectivity related to the expected functions needs

to be stressed upon for the forthcoming training course.


72/75

The informal discussions and the personal interviews held with

various Senior Technical Asst. has revealed that in general there is

a very good scope and encouragement for the Senior Technical

Asst. to be trained.

However some of the Senior Technical Asst. have expressed that

there is a clash with work schedule and their spar ability.

Hence it is very important for the management to note that this

spar ability of the employee is to be planned as the training

schedules are already announced in the beginning of the year. This

particular situation needs to be paid attention by the management

in order to optimise the training opportunities and their utilisation

by the Senior Technical Asst. This will automatically improve the

productivity and the general commitment and morale of the Senior

Technical Asst..


73/75


74/75

BIBLIOGRAPHY

1. Personnel Management - C.B. Mammoria & Gavankar

2. Human Resource Management P. Subba Rao

3. Human Resources Management -Bhaskar Chatterjee

4. Human Resources Management -L.M. Prasad


75/75

02 project report

Documents